1. (1) General requirements. Students with disabilities may attain a standard diploma and earn standard diploma designations by meeting the requirements in Sections 1003.4282 or 1002.3105(5) and 1003.4285, Florida Statutes (F.S.). Nothing contained in this rule shall be construed to limit or restrict the right of a student with a disability solely to the options described in this rule.

2. (2) Definitions.

   1. (a) Access Points – Alternate Academic Achievement Standards. Access Points – Alternate Academic Achievement Standards are modifications as defined in Rule 6A-6.03411, Florida Administrative Code (F.A.C.), and are the alternate academic achievement standards for Florida. Access points reflect the key concepts of general education standards. Access Points – Alternate Academic Achievement Standards are for students with the most significant cognitive disabilities, as defined in Rule 6A-1.0943, F.A.C., and are designed to contribute to a fully aligned system of content, instruction and assessment.
   2. (b) Access courses. Access courses are approved by the State Board of Education and are described in the Course Code Directory and Instructional Personnel Assignments, in accordance with Rule 6A-1.09441, F.A.C. Access courses are based on the Access Points – Alternate Academic Achievement Standards.
   3. (c) Florida Alternate Assessment. In accordance with Section 1008.22(3)(d), F.S., an alternate assessment is a statewide, standardized assessment designed for students with the most significant cognitive disabilities that meet the criteria in Rule 6A-1.0943, F.A.C., and is fully aligned with Access Points – Alternate Academic Achievement Standards.
   4. (d) Employment transition plan. A plan that meets the requirements found in Section 1003.4282(8)(b)2.d., F.S. This plan is in the student’s individual educational plan (IEP).
   5. (e) Eligible career and technical education (CTE) course. Eligible CTE courses include any exceptional student education (ESE) or general education CTE course that contains content related to the course for which it is substituting. Modifications to the expectations or outcomes of the curriculum, are allowable and may be necessary for a student who takes access courses and participates in the alternate assessment. Modifications may include modified course requirements. Modifications to curriculum outcomes should be considered only after all appropriate accommodations are in place. Modifications must be developed for students in conjunction with their IEP and must be documented on the IEP. Course outcomes may be modified through the IEP process for secondary students with disabilities who are enrolled in a post-secondary program if the student is earning secondary (high school) credit for the program.
   6. (f) General education standards means the standards incorporated in Rule 6A-1.09401, F.A.C.
   7. (g) “Modifications” shall have the same meaning as defined in paragraph 6A-6.03411(1)(z), F.A.C.

3. (3) Requirements for a standard diploma for students with disabilities for whom the IEP team has determined that participation in the statewide, standardized alternate assessment is the most appropriate measure of the student’s skills, in accordance with subsection 6A-1.0943(5), F.A.C., and instruction in the Access Points – Alternate Academic Achievement Standards is the most appropriate means of providing the student access to the general education curriculum. Students must meet the graduation requirements specified in Section 1003.4282 or 1002.3105(5), F.S., through the access course specified for each required core course or through core academic courses aligned with the general education curriculum standards.

   1. (a) Eligible CTE courses, as defined in paragraph (2)(e) of this rule, may substitute for Access English IV; one (1) mathematics credit, with the exception of Access Algebra 1A, Access Algebra 1B, Access Algebra I and Access Geometry; one (1) science credit, with the exception of Access Biology; and one (1) social studies credit with the exception of Access United States History, Access World History, Access United States Government and Access Economics. Eligible courses are described in the Course Code Directory and Instructional Personnel Assignments, in accordance with Rule 6A-1.09441, F.A.C.
   2. (b) Participation in the statewide, standardized alternate assessment in Access English Language Arts (ELA) I, Access ELA II, Access Algebra I, Access Geometry, Access Biology I and Access United States History.
   3. (c) A score of three (3) on the statewide, standardized alternate assessment in Access ELA II, Access Algebra I or Access Geometry must be attained, unless assessment results are waived in accordance with Section 1008.22(3)(d), F.S. For a waiver of the results of the statewide, standardized assessment requirements by the IEP team, pursuant to Section 1008.22(3)(d), F.S., consent must be provided by the parents and is subject to verification for appropriateness by an independent reviewer selected by the parents as provided for in Section 1003.572, F.S.
   4. (d) For those students whose performance on standardized assessments are waived by the IEP team as approved by the parent, the development of a graduation portfolio of quantifiable evidence of achievement is required. The portfolio must include a listing of courses the student has taken, grades received, student work samples and other materials that demonstrate growth, improvement, and mastery of required course standards. Multi-media portfolios that contain electronic evidence of progress, including videos and audio recordings, are permissible. Community based instruction, modifications, work experience, internships, community service, and postsecondary credit, if any, must be documented in the portfolio.

4. (4) Requirements for a standard diploma for students with disabilities for whom the IEP team has determined that mastery of both academic and employment competencies is the most appropriate way for the student to demonstrate his or her skills. A student must meet all of the graduation requirements specified in Section 1003.4282 or 1002.3105(5), F.S. Eligible courses are described in the Course Code Directory and Instructional Personnel Assignments, in accordance with Rule 6A-1.09441, F.A.C.

   1. (a) Eligible CTE courses, as defined in paragraph (2)(e) of this rule, may substitute for English IV; one (1) mathematics credit, with the exception of Algebra and Geometry; one (1) science credit, with the exception of Biology; and one (1) social studies credit with the exception of United States History, World History, United States Government and Economics. Eligible courses are described in the Course Code Directory and Instructional Personnel Assignments, in accordance with Rule 6A-1.09441, F.A.C.
   2. (b) Students must earn a minimum of one-half (.5) credit in a course that includes employment. Such employment must be at a minimum wage or above in compliance with the requirements of the Federal Fair Labor Standards Act, for the number of hours a week specified in the student’s completed and signed employment transition plan, as specified in Section 1003.4282(8)(b)2.d., F.S., for the equivalent of at least one (1) semester. Additional credits in employment-based courses are permitted as electives.
   3. (c) Documented achievement of all components defined in Section 1003.4282(8)(b)2.d., F.S., on the student’s employment transition plan.
5. (5) A waiver of the results of the statewide, standardized assessment requirements by the IEP team, pursuant to Section 1008.22(3)(d), F.S., must be approved by the parents and is subject to verification for appropriateness by an independent reviewer selected by the parents as provided for in Section 1003.572, F.S.

6. (6) Deferral of receipt of a standard diploma. A student with a disability who meets the standard high school diploma requirements may defer the receipt of the diploma and continue to receive services if the student meets the requirements found at Section 1003.4282(8)(c), F.S.

   1. (a) The decision to accept or defer the standard high school diploma must be made prior to the beginning of the school year in which the student is expected to meet all requirements for a standard high school diploma. A signed statement by the parent, guardian or student, if the student has reached the age of majority and rights have transferred to the student in accordance with subsection 6A-6.03311(8), F.A.C., that he or she understands the process for deferment and identifies if the student will defer the receipt of his or her standard high school diploma, must be included in the IEP.
   2. (b) The IEP team must review the benefits of deferring the standard high school diploma, including continuation of educational and related services, and describe to the parent and the student all services and program options available to students who defer. This discussion must be included in the IEP.
   3. (c) School districts must inform the parent and the student the year in which the student is expected to meet graduation requirements, that failure to defer receipt of a standard high school diploma after all requirements are met releases the school district from the obligation to provide a free appropriate public education. This communication must state that the deadline for acceptance or deferral of the diploma is May 15 of the year in which the student is expected to meet graduation requirements, and that failure to attend a graduation ceremony does not constitute a deferral.
   4. (d) The school district must ensure that the names of students deferring their diploma be submitted to appropriate district staff for entry in the district’s management information system. Improper coding in the district database will not constitute failure to defer.

Rulemaking Authority 1001.02(1), (2)(n), 1003.4282, 1008.22(15) FS. Law Implemented 1003.4282, 1003.5716, 1008.22 FS. History‒New 12-23-14, Amended 7-14-21, 3-15-22, 9-23-25.